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Media for Inquiry
Why should we use technology?
Theory building--technology as media for thinking
How can we use these new technologies?We look for a way to organize the tools, techniques, and applications
to accommodate better ways of learning.
How Can Computers be used?
. In the tutor role, the computer functions as a substitute or supplemental teacher. As a tool, the computer can be used to carry out tasks assigned by the student. A third role, the tutee, in which the student learns by teaching the computer. This is the situation with Logo, when students think of the computer as their pupil, who/which needs to be taught every step in a procedure.
The Interest of the Child
It would engage students in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world.
Model exploration and simulation toolkits Visualization software Virtual reality environments Data modeling--defining categories, relations, representations
Procedural models
Chickscopehttp://chickscope.beckman.uiuc.edu/Bugscopehttp://bugscope.beckman.uiuc.edu/
Mathematical models
Knowledge representation: semantic network, outline tools, etc.
Knowledge integration
www.eot.org ( resources and projects)
http://www.eot.org/projects/index.html
www.cilt.org
www.concord.org
http://www.earthmeasure.com/
Science Education Research in Visual
InstructionalTechnology
Mission
To research the effects of electronic instructional delivery systems and technology tools on the learning and teaching of science.
Multicultural Resources
National Indian Telecommunications Institute www.niti.org
AskAsia www.askasia.org
Aspira http://www.aspira.org/Links.html
Black History Resources http://www.kn.pacbell.com/wired/BHM/AfroAm.html
First People on Schoolnet
http://www.schoolnet.ca/aboriginal/
Learning Places
Smithsonian Resources, http://educate.si.edu/
Smithsonian educational materials emphasize inquiry-based learning with primary sources and museum collections. We provide photographs and reproductions, guidelines for working with them, and links to other online resources. Many lesson plans are interdisciplinary and may be listed in more than one area.
African and African American Resources at the
Smithsonian
http://www.si.edu/opa/afafam/afamres.htm
Woven By the Grandmothers,
draws on the Museum's collection of 19th century Navajo textiles, one of the largest and most comprehensive of its kind.
http://www.conexus.si.edu/dine2/?pos=0
The National Indian Telecommunications Institute (NITI) developed a model for use by teachers for creating culturally relevant, tribal specific web pages. Since its inception, NITI has trained teachers nationwide using the model which was developed in hands-on workshops with teachers. http://www.niti.org/ed.html
2. Data Access
connecting to the world of texts, video, data
Hypertext and hypermedia environments
Library access and ordering
Digital libraries
Databases
Music, voice, images, graphics, video, data tables, graphs, text
What is a Digital Library?
* The digital library is not a single entity;
* The digital library requires technology to link the resources of many
Digital Library ?
* The linkages between the many digital libraries and information services are transparent to the end users;* Universal access to digital libraries and information services is a goal;* Digital library collections are not limited to document surrogates: they extend to digital artifacts that cannot be represented or distributed in printed formats.
The unique nature of the Internet—an extremely fluid, nonlinear, interactive environment —creates a challenge for anyone trying to describe its content. Unlike traditional media, the Internet can function on many different levels.
The Internet
For example, e-mail can function as a telephone, search engines as a library, chat rooms as a public square, product-based sites as a mall, and downloadable movies and games as a theater or video arcade. The experience of going online can be different for each user—personalized and defined by each user's interests and abilities.
3. Data Collection--
using technology to extend the senses
Teacher Resources Curriculum Resources and Lesson
Plans
North Central Regional Educational Laboratory Curriculum, technology, and training resources.
MCI Marco Polo Initiative http://marcopolo.worldcom.com/ The MarcoPolo program provides no-cost,
standards-based Internet content for the K-12 teacher and classroom, developed by the nation's content experts.
Aol School www.aolschool.com
America’s Stories http://www.americaslibrary.gov/cgi-bin/page.cgi
NASA www.spaceday.com , www.nasa.gov
Windows to the Universe http://www.windows.ucar.edu/win_entry.html
The Virtual Cave http://www.goodearthgraphics.com/virtcave.html
Melting Pot Math, http://sln.fi.edu/school/math3/index.html math problems inspired by cultures around the world
The National Geographic Society, www.nationalgeographic.com
Database Resources for Children
CyberEd Siteshttp://archive.ncsa.uiuc.edu/edu/cybered/cybered_hotlist.html
The ExploratoriumTen Cool Sites: MiscellaneousArchived reviews of the best miscellaneous sites.http://www.exploratorium.edu/learning_studio/cool/
Kinectic City
http://www.kineticcity.com/The Kinetic City SuperCrew are six cool kids and a fast-talking
computer who travel the world on their high-tech super train to solve tough cases and have fun. For adventure and laughs, just climb aboard!
Remote scientific instruments accessible via networks Microcomputer-based laboratories, with sensors for temperature, motion, heart rate, etc. Survey makers for student-run surveys and interviews Video and sound recording
Data Analysis
Exploratory data analysis
Statistical analysis
Environments for inquiry
Image processing
Spreadsheets
Programs to make tables and graphs
Problem-solving programs
Collaborative Media
Collaborative data environments
Group decision support systems
Shared document preparation
Social spreadsheets
Teaching Media
Tutoring systems
Instructional simulations
Drill and practice systems
Telementoring
Media for Construction
Control systems--using technology to affect the
physical world
Robotics
Control of equipment
Computer-aided design
Construction of graphs and charts
Robotics Institute at Carnegie Mellon University was established in 1979 to conduct basic and applied research in robotics technologies relevant to industrial and societal tasks. Seeking to combine the practical and the theoretical, the Robotics Institute has diversified its efforts and approaches to robotics science while retaining its original goal of realizing the potential of the robotics field. Watch a seven-minute video of The Robotics Channel.http://www.ri.cmu.edu/general/about.html
Media for Expression
Drawing and painting programs
Music making and accompaniment
Music composing and editing
Interactive video and hypermedia
Animation software
Multimedia composition
B. Media for Communication
Document Preparation
Word processing
Outlining
Graphics
Spelling, grammar, usage, and style aids
Symbolic expressions
Desktop publishing
Presentation graphics
Communication--with other students,
teachers, experts in various fields, and people around the
world
Asynchronous computer conferencing
Synchronous computer conferencing (text, audio, video, etc.)
Distributed information servers like the World-wide Web
Electronic mail
Student-created hypertext environments
